Level 3 Diploma EYE NVQLevel 3 support for: NVQ Children's Care, Learning and Development, Diploma for the Children and Young People's Workforce, England's Early years Educator qualification
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All of these answers are in the level 3 textbook :) I hope I got the right module and questions

1.4 Explain the importance of clear principles and policies to support the engagement of parents in their child’s early learning
By having clear principles and policies, everyone knows what is expected of them, why and what support is available. Having clear policies in place ensures the parents and the settings can support each other effectively and work together to support the child's learning.

I got told to give examples for this so I would look at the policies for your setting and explain how they are clear and how they support the parents.

2.1 Explain and demonstrate how parents are engaged as partners in their child’s early learning

Half of this is demonstrate so you also have to show your tutor how you do this in person when they visit you. For the other half I would look at how your setting supports the parents. For example, we have files that we send home with the children to show the parents what they have been up to that day. We send home stories that the parents can fill in at the weekend to tell us what they have been up to. We make 8 weeks plans for the children and when we make these we go through them with the parents individually so they understand and give us their input.

2.2 Explain and demonstrate key relationship building strategies and/or skills involved in working with parents in partnership

- Good first impression: This is important to build a good relationship and ensure you both know what is expected of each other when working in partnership
- Setting by time: Ensure we always have the time to discuss any needs or concerns with parents when the need it
- Value their opinions: make sure the parents know that we value their opinions; have feedback sheets for parents to fill in or listen to the parents when they bring us concerns.
- Parents are experts: experts on their own children, make sure they know this and that we value their opinion
- News: Whenever there is news or changes within the setting be sure to let the parents know, either through letters, one-on-one discussions or open evenings.
- Work around them: Do everything you can to work around the needs of the family. Such as working around a busy schedule or providing support for hearing impaired etc.
- Open door policy: The parents will be happier knowing that they can come to the nursery at any time, either to visit their children or talk to practitioners. They will be more comfortable knowing that we welcome them at any time.

2.3 Explain and demonstrate key communication strategies and/or skills involved in working with parents in partnership

- Welcoming: for the setting as well as you; welcoming signs in different languages
- One way communication: newsletters and letters home, good for giving out information, should be support with 2-way communication
- Two way communication: when practitioners and parents have a discussion such as parents evenings
- Communication through technology: parents often do not have a lot of time, phonecalls and emails may be preferable
- Adapting how we work:for parents with special needs or disabilities; use of Braille, large print, translators etc.

2.4 Explain and demonstrate a range of strategies that can be used to build confidence in parents as their child’s first educator

- Meetings: By having meetings with the parents we can discuss with them how they feel as their child's primary educator and for us to provide them with advice on how they can contribute to their child's education
- Leaflets/notices: By providing an area in the nursery for the parents, such as a notice boards, we can put any relevant information and leaflets there that may help them such as information on changing curriculum or leaflets on potty training.
- Newsletters: Personalised newsletters and files can help us provide parents with information on how they can help contribute to certain areas of the child's learning as well as extending subjects we are studying in the setting to the home.
- Always be available: The best thing we can do to help the parents, it always be available to chat when they need us and always be willing to give advice.

3.1 Explain personal, social and cultural barriers to parents being involved in their child’s early learning

Time- Parents often done have as much time as we might like to discuss their children and join in with our work, and the little time they do have is more often better spent with their children rather than talking about them.

Confidence- Some parents may feel they have nothing to offer or their views will not be of interest and may lack the confidence to try and contribute

Language and literacy needs- some parents may feel uncomfortable if they do not speak English fluently or if they have trouble reading and writing English.

Disability- Parents may have a disability from a physical impairment to learning disabilities.

Culture- Some parents may not have experience of the culture of working in partnership and not know what is expected of them.

3.2 Explain and demonstrate a range of strategies to help overcome barriers to parental involvement in their children’s early learning

Time.
- Home links book/sheets- These can provide an easy way for parents to see how their child is developing within the nursery, and to contribute with comments and ideas on a regular basis

- Emails- With security issues considered this can be a great way for parents and practitioners to communicate and share information and often photographs

- Phone calls- While not ideal these can be an effective substitute for face-to-face conversations

- Scheduled sessions- Parents evenings and such can be affective for updating parents about their children but need to be held at times when parents are available.

Confidence
- Some parents may feel they have nothing to offer or their views will not be of interest and may lack the confidence to try and contribute
- It is important that we make our first contact with the parents positive and that we communicate in an open and friendly way. We must ensure that we make the parents feel comfortable and that they know we value their opinions and knowledge.

Language and literacy needs
- It is important that we make the parents feel as comfortable as possible and explore options to help them such as suggesting they bring an interpreter along or perhaps we provide alternatives to written information and avoid putting them on the spot to read or write.

Disability
- It is important that we treat each case individually and tailor the service we provide to what the carer needs. For instance a visually impaired carer may wish for information through large print or voice messaging. These should be discussed with carers for each individual case and solutions should be reached together.

Culture
- It is important we explain to parents at the start how working in partnership works and what we expect of them. We must ensure they understand and if they have trouble that we try different approaches to explain it. We make sure the parents are comfortable with their responsibilities and that they know we are there for support.

3.3 Explain how attitudes can be barriers to engaging parents in their children’s early learning

- It is important that as practitioners we have a positive attitude towards working in partnership; if the parents suspect that we don't believe in the partnership they will not wish to participate, they will be hesitant to open up and it is the child's development that will suffer.
- It is important that we keep an open mind when communicating with parents and that we take all views and opinions into account; parents who feel judged or discriminated will not wish to participate and the development of the child as well as their own parenting may suffer.

4.1 Explain culturally sensitive ways of working with parents to help them provide appropriate support for their children’s early learning

- Research: To understand the various cultures that may come to your setting
- Teaching: with permission/help from families we can help the children understand different cultures and help families feel more welcome
- Food: Take into account the food restrictions that come with different cultures and be sensitive to that when their children are in
- Language: be patient with those whose first language is not english and do what you can to help them.

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